DIFFERENTIATED INSTRUCTIONW I T H A N E M P H A S I S O N S O C I A L S T I G M A S

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Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47.

Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. The Teachers College Record, 111(1), 214-247.

Public Site. (n.d.). <i>Home</i>. Retrieved November 12, 2013, from http://www.younglife.org/Pages/default.aspx

Elements of Differentiated Instruction

Guidelines for Implementing Differentiated Instruction

Content- Supporting instructional subject matter- Providing central access- Aligning tasks, instructional goals, andobjectives to high-stakes standardizedtests- Adjusting by degree of complexity for academic diversity of learners• Clarifying key concepts andGeneralizations

• Clarifying key concepts andgeneralizations

Process- Using flexible grouping and appropriateclassroom management- Variety of grouping strategies dependingon content, student projects, andevaluations- Students interacting with one anotherand working together developing contentregardless of ability level• Emphasizing critical and creative thinking• Engaging all learners• Maintaining a balance between teacher assignedand student-selected tasks

• Emphasizing critical and creative thinking• Engaging all learners• Maintaining a balance between teacher assignedand student-selected tasks

Product- Initial and ongoing assessment of studentreadiness and goals- Expectations and requirements for studentresponse (expected in classroomswhere students work on the same contentwith varying tasks at different levels)• Using assessment as a teaching tool

• Using assessment as a teaching tool

How to balance teaching differentiation in a classroom of students at different stages of development?

IntroductionI became very interested in classroom instruction earlier this year, 2013. I continually met with high school students on a weekly, if not daily, basis and understood that some students reacted very different than other students typical would when given an activity. I have been taught, all students learn at different stages and levels and need to be instructed adjusting to their differences, from an early age. However, until I was flung into an urban public school’s environment for this study did I really see that fact come to life.

The purpose of this study was to investigate differentiated instruction and how teachers and adult figures are able to implement different types of instruction inside and outside a classroom. Through this process of instruction, authority figures are provided the means and resources to meet the needs of every student and child. This also entails, many aspects of the difficulties of providing to every student and where to apply the types of activities in all types of situations.

Why I Chose this TopicI chose this topic because I am interested in to understand how to fit the students needs in my future classroom. I was specifically interested in meeting students where they are according to their development levels and stages. A more particular idea, I want to act as a support for students who do not have that present in their lives. I plan to pursue a job in an urban setting, teaching Middle Childhood (grades 4-9).

I want to know how to adjust my classroom and go above and beyond to meet the students social, mental, educational differences; providing them with the support needed. To do so, I need the experience in drastic situations, where I am able to observe and understand how to create an environment where students feel supported and able to learn the information needed.

GoalMy goal is to learn enough information that I am able to provide the right atmosphere for the students. I not only want to teach these children the information, but ensure they are learning it to their best ability and retaining it as well. This also encompassing, learning more ways to meet students needs and new elements of instruction that matches their learning abilities.

Observations and Locations

I did all my observations through the organization I volunteer with, Young Life. Young Life is “a non-denominational Christian ministry that reaches out to adolescents through volunteers, staff, club meetings, and camps by building meaningful relationships.” We hold an activity ,“club”, every Monday night that consists of hanging out, watching funny videos, talking about life, and playing games. Before and after this activity we take the time we have with the students to find out what is going on in their lives, and develop a more personal relationship with them. Our main objective during this time is to encourage and love them. I lead Young Life at specifically Newport High School in Newport Kentucky. Therefore I was exposed primarily to students from Newport, as well as students from Holmes High School in Covington Kentucky, whom joined us for club. I lead with two other gentlemen from the area, which we regularly meet on Fridays, called leadership, with the other High Schools and talk about club and discuss other matters about the students.During my observations at club, I have seen many of the students interact different socially every week, then some act the same. I witnessed this semester a few students try to fight, however, we were able to step in and take care of the situations. We have seen some students have this only time to hang out with other kids from their schools and grade and have a meal provided for them. Some of our students we meet with have no home and irregularly stay at friends houses trying to figure out their next step. We have had students who have been a part of Young Life at a time, lose their lives from gang violence. Through these observations I have seen how broken these students lives are and how they are craving a relationship that supports them. That requires us to adjust our understanding of their situations and learn more about them and their coping methods. Essentially what a teacher needs to do for her students in a classroom with differing instructional needs.

ResultsLooking at the results I have found through observations have helped me understand in an informal setting. However through research and reading articles that address my question and the examples they give to help instruct teachers implement differentiated instruction. As said by Robert Gable in “A Framework for Differentiated Classroom Instruction,”

Differentiating instruction is not a passing fad; it is a revolution—a fundamentally different way to teach students with diverse learning and behavioral needs. Although putting differentiated instruction into practice poses a tremendous challenge, the time and effort are well spent.

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